Unit1Culturalrelics.docx
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Unit1Culturalrelics.docx
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Unit1Culturalrelics
Unit1Culturalrelics
Period1WarmingUp,Pre-reading,
TeachingGoals:
1.Tolearnaboutculturalrelics.
2.Tolearnabouttherestrictiveandnon-restrictiveattributiveclause.
TeachingProcedures:
Step1Leading-in
Purpose:
TogetStudentstomakeadefinitionaboutculturalrelics.
AskStudentsfourquestionsasfollows.
1.Whatkindofoldthingsareculturalrelics?
2.Arealltheoldthingsculturalrelics?
3.Whatisthedefinitionandclassificationofculturalrelics?
4.Towhomdoculturalrelicsbelong?
Suggestedanswers:
1.Culturalrelicsarephysicalremaindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Itcanalsobesaidculturalrelicsaremorethanworksofart,theyaresymbolsofhistoryandthepeoplewholivedinthepast.
2.No,notalltheoldobjectsareculturalrelics.
3.Eachkindofrelicspreservessomeaspectofculturalheritageandeachrelicisauniqueculturalexpres,sionandcontributions.
4.Inalargersense,itcanbesaidthatalltheculturalrelicsbelongtoallpeoplesandwholesocieties,notacertainindividual.
Step2.WarmingUp
1.Pairwork
GetStudentstomakeachoicebetween“compellinginterests”,inthiscase,theinterestsofafamilyandtheinterestsofsociety.
2.Groupwork
GetStudentstomakearoleplaybetweenyouandtheman.
Suggesteddialogue:
YOU:
Hello,IamheretoseeMr.ZhangRi.AreyouZhangRi?
MAN:
Yes,Iam.
YOU:
MynameisHuYuan.I'mfromtheOfficeforCulturalRelics.
MAN:
Oh,arethereanyproblems?
YOU:
Perhaps.IunderstandthatyouhaveanoldMingDynastyvase.
MAN:
Yes,Idobutit'snotmine.Er-itbelongstomyfamily.
YOU:
Hmm.MayIhavealookatit?
MAN:
Why,yes,ofcourse.Pleasecomein.Rightthisway.Hereitis.
YOU:
It'squitebeautiful.
MAN:
Yes,itis,isn'tit?
It'sbeenwithourfamilyforalongtime.
YOU:
Mr.Zhang,I'msorrytotellyouthisbutI'mquitecertainthisisaculturalrelic.
MAN:
Oh,howcanyoubesure?
YOU:
ItisjustliketheonedescribedinareportIgot.
MAN:
Whatreport?
YOU:
Areportaboutarelicthatismissingfromamuseum.
MAN:
Ihaven'theardaboutthat.
YOU:
Perhapsnot.Yousaythisrelichasbeeninyourfamilyalongtime?
MAN:
Well,actually,oneofmycousinsgaveittous.
YOU:
Whenwasthat?
MAN:
LastyeararoundthetimeoftheMid-AutumnFestival.
YOU:
I'msorrybutIbelievethisistherelicthemuseumhaslost.
Step3.Pre-reading
Purpose:
TogetStudentstoformaresponsibleattitudetowardsculturalrelics.
TheGreatWallTheLeshanGiantBuddha
MausoleumofthefirstWinEmperor
andtheTerracottaWarriors
1.Theabovepicturesaresomeofthe30worldculturalrelicsinChina.GetStudentstoknowsomethingaboutthem.Studentscanhaveatalkaboutthem.
◆MountTai(泰山),listedasworldculturalandnaturalsitein1987.
◆TheGreatWall(长城),culturalsite,1987.
◆TheImperialPalaceoftheMingandQingDynastiesinBeijingandShenyang(北京故宫、沈阳故宫),culturalsite,1987,2004.
◆TheMogaoCaves(敦煌莫高窟),culturalsite,1987.
◆TheMausoleumoftheFirstQinEmperorandtheTerracottaWarriors(秦始皇陵及兵马俑坑),culturalsite,1987.
◆ThePekingManSiteatZhoukoudian(周口店北京猿人遗址),culturalsite,1987.
◆MountHuang(黄山),culturalandnaturalsite,1990.
◆TheJiuzhaigouValleyScenicandHistoricInterestArea(九寨沟风景名胜区),nationalsite,1992.
◆TheHuanglongScenicandHistoricInterestArea(黄龙风景名胜区),naturalsite,1992.
◆TheWulingyuanScenicandHistoricInterestArea(武陵源风景名胜区),naturalsite,1992.
◆TheMountainResortanditsOutlyingTemples,Chengde(河北承德避暑山庄及周围寺庙),culturalsite,1994.
◆TheTempleandCemeteryofConfuciusandtheKongFamilyMansioninQufu(曲阜孔庙、孔府、孔林),culturalsite,1994.
◆TheAncientBuildingComplexintheWudangMountains(武当山古建筑群),culturalsite,1994.
◆HistoricEnsembleofthePotalaPalace,Lhasa(西藏布达拉宫),culturalsite,1994.
◆TheLushanNationalPark(庐山),culturalsite,1996.
◆MountEmeiandtheLeshanGiantBuddhaScenicArea(峨眉山--乐山大佛风景名胜区),culturalandnaturalsite,1996.
◆TheAncientCityofPingyao(平遥古城),culturalsite,1997.
◆TheClaStudentsicalGandensofSuzhou(苏州园林),culturalsite,1997.
◆TheOldTownofLijinag(丽江古城),culturalsite,1997.
◆TheSummerPalace(颐和园),culturalsite,1998.
◆TheTempleofHeaven:
anImperialSacrificialAltarinBeijing(天坛),culturalsite,1998.
◆DazuRockCarvings(大足石刻),culturalsite,1999.
◆MountWuyi(武夷山),culturalandnaturalsite,1999.
◆MountQinchengandtheDujiangyanIrrigationSystem(青城山—都江堰),culturalsite,2000.
◆AncientVillagesinSouthernAnhui-XidiandHongcun(安徽古村落—西递、宏村),culturalsite,2000.
◆LongmenGrottoes(龙门石窟),culturalsite,2000.
◆ImperialtombsoftheMingandQingDynasties(明清皇家陵寝),culturalsite,2000.
◆YungangGrottoes(云冈石窟),culturalsite,2001.
◆ThreeParallelRiversofYunanProtectedAreas(三江并流),2003.
◆CapitalcitiesandTombsoftheAncientKoguryoKingdom(高句丽的王城、王陵和贵族墓葬),culturalsite,2004.
2.AfterStudentstalkabouttheculturalrelicsabove,askthemthefollowingtwoquestions.AndLetthemsayasmuchastheycan.
(1)Thinkofaculturalrelicyouknowabout.Howwouldyoufeelifitgotlost?
Why?
(2)Ifyoufindaculturalrelic,whatwillyoudowithit.
Step4.Homework
Previewnextreriod,reading.
Period2.Reading
Teachingaims:
ToletStudentsknowaboutwhathappenedtotheAmberRoom.
Improvestudentsreadingability.
Teachingprocess
Step1.
ListentotherecordingofthetextInSearchOfTheAmberRoomtwice.Payattentiontothepronunciationandintonationofeachwordandthepauseswithineachsentence.
Step2.
Skimthetexttogetthekeywordsandgeneralideaofeachparagraph.
1stparagraph
2ndparagraph
3rdparagraph
4thparagraph
5thparagraph
Suggestedanswers:
1stparagraph
TheintroductionabouttheAmberRoom:
design,color,shape,material
2ndparagraph
ThepresenttotheCzar:
apartofwinterpalaceinSt.Petersburg,areceptionhallforimportantvisitor
3rdparagraph
TherelocatingoftheAmberRoominCatherir
times:
movedintoSummerPalace,moreaddedtoitsdesign
4thparagraph
ThemiStudentsingoftheAmberRoom:
thetwocountrieswereatwar,NaziGermanarmystoletheAmberRoom,27woodenboxeswerecarriedbytraintoaGermancity,Nobodyknewitfromthenon
5thparagraph
TherebuildingoftheAmberRoom:
anewonebutthesameastheoldbuiltbythetwocountries,forcelebratingthe300thbirthdayofPeterburg
Step3.
GetStudentstotellthecharacteristicsofthepaStudentsage,suchasthetypeofwriting,andthetense.
Suggestedanswers:
ThispaStudentsageisanarrativeproseornon-fictionarticlewritteninanarratingstyle.IttellsthehistoryoftheAmberRoominorderoftimesothatwecanclearlylearnaboutwhathappenedtoit.Thetenseusedinthetextisthepasttense.
Step4.
Readthetextagaintocompletethetable,whichlistsallthenumbersinthetext.
NUMBER
THINGSABOUTTHENUMBER
1716
1770
1941
2003
600
2
2
100,000
27
300th
Suggestedanswers:
NUMBER
THINGSABOUTTHENUMBER
1716
FredricWilliamgavetheAmberRoomtoPetertheGreatasagift.
1770
Catherine
hadcompletedtheaddingtotheAmberRoom.
1941
TheNaziGermanarmystoletheAmberRoom.
2003
TherebuildingoftheAmberRoomwascompleted.
7000Tons
Thetotalweightoftheambersusedtomaketheroom
55
ThenumberofsoldiersgiventothekingofPrussiainreturn
600
ThenumberofthecandleslightingtheAmberRoom
2
Thetwocountries:
GermanandRuStudentsia
2
IntowdaystheAmberRoomwasremovedtoaGermancity.
100,000
TheAmberRoomwasdismantledinto100,000pieces.
27
27woodenboxesusedtocontainthepiecesoftheAmberRoom
300th
thenewlyrebuiltAmberRoomreadyforthe300thbirthdayofStPetersburgcity
Step5.Comprehending
Purpose:
TocheckwhetherStudentshaveunderstoodthetext.
1.GetStudentstofinishEx1(P2)andEx2(P2).
Suggestedanswers:
Ex1:
1.C2.E3.B4.D5.A6.F
Ex2:
Paragraph1:
HowwastheAmberRoommade?
Paragraph2:
WhydidtheKingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift?
Paragraph3:
HowdidtheAmberRoombecomeoneofthewondersoftheworld?
Paragraph4:
HowdidtheAmberRoomgetlost?
Paragraph5:
HowwasanewAmberRoombuilt?
2.GetStudentstocompletethefollowingform,accordingtothetext.
Typeofwriting
Mainideaofthepassage
Generalideaofthe1stparagraph
Generalideaofthe2ndparagraph
Generalideaofthe3rdparagraph
Generalideaofthe4thparagraph
Generalideaofthe5thparagraph
Suggestedanswers:
Typeofwriting
Narrativewriting.
Mainideaofthepassage
thehistoryoftheAmberRoom
Generalideaofthe1stparagraph
thesimpledescriptionoftheAmberRoom
Generalideaofthe2ndparagraph
thepresent,senttotheCzar
Generalideaofthe3rdparagraph
thedetail,addingandrelocatingoftheAmberRoom
Generalideaofthe4thparagraph
thestolenoftheAmberRoominWorldWar
Generalideaofthe5thparagraph
therebuildingoftheAmberRoom
3.ShowStudentsthestructureofthetextsothattheycanhaveabetterunderstandingofthetext.
theAmberRoom:
thebestandbiggestworkofcountry'sbestPrussianartistsPara.1
↙↘
In1716,theAmberRoomgiventotheCzarasagiftPara.2
In1770,theAmberRoomredecoratedbyCatherine
Para.3
↘↙
In1941theAmberRoomstolenbytheNaziGermanarmyPara.4
↓
theoldmissingAmberRoombeingsearchedfor;anewAmberRoomhavingbeenbuilt.Para.5
Step6.
Languagepoints
Groupwork
DivideStudentsintofourgrou
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